Transitions into and through higher education: the lived experiences of students who identify as LGBTQ+

<b>Introduction</b>: Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into and through higher education. The study conceptualises transitions as multi-dimensional and multiple rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and / or gender identity play in their lives over the course of their studies and LGBTQ+ students’ experiences of transition into and through higher education.<b><br/></b><b><br/></b><b>Methods</b>: The study is longitudinal in design and draws on the experiences of 5 participants over the duration of a three year undergraduate course. Methods used include semi-structured interviews, audio diaries and visual methodologies to explore participants’ experiences of transitions. Data were coded and analysed thematically.<b><br/></b><b><br/></b><b>Key Findings</b>: Key themes including agency, resilience, stress and self-esteem were identified in the data. The participants were agentic, resilient and able to mitigate the impact of stressors. Each demonstrated a positive sense of self. Limitations include the small sample size and the homogeneous nature of the sample, which was predominantly male and all white-British. Both of these factors impact on the reliability of the findings.<b><br/></b><b><br/></b><b>Implications</b>: Implications are identified for the research institution to support the inclusion of a whole institutional approach, including implications for the curriculum, student partnership, campus climate and university-school partnerships.

Name dc:type.qualificationname

Doctor of Educational Psychology

Level dc:type.qualificationlevel

Doctoral Thesis

Grantor dc:publisher.institution

University of Dundee

Year dc:date.issued

2020

Author dc:creator

• Glazzard, Jonathan

Advisors dc:contributor.advisor

• Jindal-Snape, Divya
• Corlett, Linda

• LGBTQ+
• Transitions
• Higher education
• Universities

Language dc:language

eng

Identifier

oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec

OAI identifier oai:identifier

oai:discovery.dundee.ac.uk:studenttheses/311c780c-35da-406a-88c6-657ac36245ec